NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Assessing Children with Limited English Proficiency: Current Perspectives.
Peer reviewed Peer reviewed
Bernstein, Deena K. – Topics in Language Disorders, 1989
Appropriate identification/assessment of limited English speaking students requires: (1) the use of both standardized and nonstandardized assessment instruments and techniques, and (2) the use of speech-language pathologists or interpreters who are proficient in the students' native language. (JDD)
Descriptors: Communication Disorders, Educational Diagnosis, Elementary Secondary Education, Evaluation Methods
Metacognitive and Executive Impairments in Head-Injured Children and Adults.
Peer reviewed Peer reviewed
Ylvisaker, Mark; Szekeres, Shirley F. – Topics in Language Disorders, 1989
Cognitive-communicative intervention with children and adults with head injuries should emphasize such aspects of cognitive functioning as the knowledge base and the executive system. Assessment and intervention should focus on realistic goal setting, planning, self-directing and initiating, self-inhibiting, self-monitoring, self-evaluating,…
Descriptors: Cognitive Restructuring, Communication Disorders, Educational Diagnosis, Handicap Identification
Identifying the Language-Learning Difficulties of Hmong Students: Implications of Context and Culture.
Peer reviewed Peer reviewed
Lewis, Judy; And Others – Topics in Language Disorders, 1989
A case study of a hearing-impaired 7-year-old Hmong boy illustrates the complex process involved in identifying a limited English speaking child's learning, speech, language, and hearing disabilities. The process requires uncovering past experiences and evaluating environmental and cultural factors. The history and culture of the Hmong people are…
Descriptors: Communication Disorders, Cultural Background, Educational Diagnosis, Handicap Identification
The Assessment of Cognitive-Communicative Functions in Head Injury.
Peer reviewed Peer reviewed
Sohlberg, McKay Moore; Mateer, Catherine A. – Topics in Language Disorders, 1989
Described is a two-pronged approach to assessment of cognitive-communicative functions in head injury, incorporating elements of both restorative and compensatory models. The approach combines: (1) use of standardized cognitive measures, and (2) observational protocols for systematic evaluation of functioning on integrated, multicomponent tasks…
Descriptors: Cognitive Measurement, Cognitive Processes, Communication Disorders, Communication Skills
A Framework for Assessment and Treatment of Language-Learning Disabled Children with Psychiatric Disorders.
Peer reviewed Peer reviewed
Audet, Lisa R.; Hummel, Lauren J. – Topics in Language Disorders, 1990
The paper defines the population of primary school age language/learning-disabled children with communication disorders and emotional/behavioral disorders. It then discusses the language demands of traditional treatment methods, assessment and diagnostic procedures, approaches to communication intervention, and treatment modalities; and offers a…
Descriptors: Behavior Disorders, Case Studies, Communication Disorders, Educational Diagnosis
Southeast Asian Refugees in American Schools: A Comparison of Fluent-English-Proficient and Limited-English-Proficient Students.
Peer reviewed Peer reviewed
Ima, Kenji; Rumbaut, Ruben G. – Topics in Language Disorders, 1989
A study comparing the educational performance of limited-English-proficient (LEP) and fluent-English-proficient (FEP) Southeast Asian students as a whole with that of other LEP and FEP ethnic groups finds that the five main Indochinese ethnic groups exhibit significant socioeconomic and ethnocultural diversity, impacting on their academic…
Descriptors: Academic Achievement, Asian Americans, Communication Disorders, Cultural Differences
Community Reentry: Cognitive-Communicative Intervention within a Social Skill Context.
Peer reviewed Peer reviewed
Malkmus, Danese D. – Topics in Language Disorders, 1989
Community reentry programing for individuals with head injuries should involve cognitive retraining integrated into a social skills context. Combining ecological validity with a social skills approach provides a real-world, client-centered approach and a systematic philosophical framework upon which assessment, treatment, and outcome evaluation…
Descriptors: Cognitive Restructuring, Communication Disorders, Daily Living Skills, Educational Diagnosis